7.1 Attribute Rules Objective: To reinforce sorting attribute blocks according to the attribute...
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7.1 Attribute RulesObjective: To reinforce sorting attribute blocks according to the attribute rules.Key Vocabulary: triangle, square, rectangle, hexagon circle, attribute
We will follow these instructions with the attribute blocks:
1. Children who have a circle, stand where the teacher says.
2. Children who have a triangle, stand where directed.
3. Children who have a rectangle, stand where directed.
4. Children who have a square, stand where directed.
5. Children who remain, what shape do you have?
In each group: What do the blocks have in common?Are they all the same color in each
group?Are they all the same size?
Listen to your teacher's directions for more sorts. TG 623
Attributes of these blocks:
shapecolorsize
Music has attributes such as loud, soft, high, and low.Stand up if your attribute block is:
a red square
not yellow
a small rectangle
a large circle
a small, blue hexagon
not red and not large
We will collect the attribute blocks according to attributes.
large, red blocks
small, blue blocks
rectangular, yellow blocks
all yellow circles
Students, what are your ideas about collecting the blocks?
Beat the CalculatorMaterials: a calculator; a random-number generator
Number of Players: 3
Brain CalculatorCaller
Graphics licensed through:www.graphicsfactory.com
7.2 Exploring Attributes, Designs, and Fact PlattersObjectives:
To reinforce sorting by attribute rules; to facilitate the learning of addition facts.
Math Master, Home Link page 200
Math Journal 2, page 139
Game Masters: Pages 357 and 358
Teaching Masters, Math Masters pages 197 and 198, 199, 201
My Reference Book, pages 152-153
Attribute Blocks
Fact Triangle, slate
Set of classroom objects that can be sorted by attributes, such as crayons, books, and paper
Lesson 7.2
Math MessagePick up one block to use today.
What shape is it? What color is it? Is it large or small?
HOME LINK from yesterday 7.1 Which facts do you think you should know?
Be ready to write the fact family for the numbers on your slate for the fact triangle.
8
3 11
4
8
9
2
1
3
1
5
1
Fact Platter
Which shape is largest of each set?
Exploration A
Playing the Attribute Train Game
Directions:1. The blocks are placed in the center of the playing surface.
2. The first player takes a block and puts it down to start a train.
3. The second player chooses a block that is different in only one way from the first block.
4. Players continue taking turns until no more blocks can be played.
Exploration B
Making Attribute-Block Designs
Teaching Masters:Page 197Page 198
Use these words to describe your design:
abovebelownext toin front of behind
If time, rearrange your blocks to form a new design. Use only the blocks you used in the first design.
Exploration C
Using a Fact Platter Fact Generator
Work in partnerships
One partner writes the fact generator in the center of the platter.
The other partner writes the sums around the edge of the Fact Platter.
Take turns as you make more Fact Platters.
Challenge: Write a two-digit number in the center of the Fact Platter.
Play Time Match
Math Masters, pages 357 and 358
My Reference Book Pages 152 and 153
Math Boxes 7.2Part of this lesson is to collect 2-dimensional shapes at home. We will use the shapes to organize and label objects.
Sorting Classroom Objects by Attributes
Partners will sort classroom objects provided by the teacher.
How did you sort the objects?
Solving an Attribute-Train Puzzle, Math Masters 201
Math Master, page 199Practicing Addition and Subtraction
7.3 Pattern-Block and Template ShapesObjectives: To guide the identification of plane shapes; and to facilitate investigating some of their characteristics.
Math Master, Home Link page 203
Math Journal 2, pages 140 and 141 and 142
Math Masters 202 and 204
Teaching Aid Masters page 305
Pattern-Block Template
pattern blocks
slate
pattern-block shape posters (optional)
Round is a Mooncake by Roseanne Thong
Lesson 7.3Math MessageTake a pattern block. Find another person who has the same pattern-block shape.
HOME LINK from yesterday 7.2 Do you have an object to share for the Shapes Museum?
triangle square
hexagontrapezoid
fat rhombus
skinny rhombus
triangle
square
hexagon
trapezoid
fat rhombus
skinny rhombus
Match the words and shapes. Move the shapes.
We will follow these instructions with the pattern blocks:
1. Children who have a triangle, stand where the teacher says.
2. Children who have a square, stand where directed.
3. Children who have a trapezoid, stand where directed.
4. Children who have a hexagon, stand where directed.
5. Children who remain, what shape do you have? A skinny or a fat rhombus.
In each group: What do the blocks have in common?Are they all the same color in each
group?Are they all the same size?
Math Journal 2, page 140 Pattern-Block Template
square large triangle small hexagon
trapezoid small triangle fat rhombus
large circle skinny rhombus large hexagon
The word:
polygon
comes from the Greek language:
poly- means "many"
and -gon means "angle"
Pattern-Block Template Shapes, continuedMath Journal 2, page 141
Draw shapes that have exactly 4 sides and 4 corners.Write their names.
square trapezoid
rhombus rhombus
Math Masters, page 202Fact Triangles and Fact Dominoes
Math Journal, page 142
Math Masters, page 203Home LinkPolygons
Math Masters, page 204Shapes Bar GraphUse your pattern-block template to record a design on a piece of paper. Then graph how many of each shape is in the picture.
Writing and Reasoning
What is a rectangle?
7.4 Pattern-Block and Template ShapesObjective: To extend children's familiarity with polygons.
Math Master, Home Link 7.4, Page 207
Math Journal 2, pages 143, 144
Math Masters page 205, 206, 329, 208, 209
Teaching Aid Masters page 305
3 for each per child: 8" straws, 6" straws, and 4" straws
15 twist ties per child
pennies
Class Data Pad
poster-sized sheets of paper
catalogs to cut apart
glue or tape, scissors
Lesson 7.4Math MessageTake 3 straws from each box. Take 15 twist-ties. Don't make anything yet.
Look for as may different shapes as you can see in the room.
Be ready to talk about what you see.
triangle
squarehexagon
trapezoidfat rhombus
skinny rhombus
HOME LINK from yesterday, 7.3 Review the names of the pattern blocks.
Hold up the correct block when it is named.
triangle
square
hexagon
trapezoid
fat rhombus
skinny rhombus
Match the words and shapes. Move the shapes.
Constructing Straw PolygonsWhat do we know about polygons, so far?
The sides of the polygon are all straight.
Polygons have corners, where two sides meet.
Sides meet only at their ends.
The sides are connected---there aren't any gaps.
After making polygons, tell how each shape is alike and different.
new words:concave polygons, open figures, closed figures
Math Masters, page 205
Coin Flips
Class graph on the next page. Flip a penny 10 times while your partner records how many times it landed head-side up and tail side up. Partnerships will report how many times in all their pennies landed head-side up.
Math Masters, page 329Investigating Flipping Pennies. Class data pad needed.
Penny Flips
Part
ners
wit
h t
his
to
tal
Times Head Up
1
2
3
4
5
6
7
8
9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Name Collection Boxes, Math Masters, page 206
12 16
10
Math Journal 2, page 144
Math Masters, page 208 Comparing Shapes 1
Math Masters, page 209 Comparing Shapes 2
Math Master, page 207 Home Link 7.4
Finding 2-Dimensional Shapes
Activity
Cut out pictures from magazines to match polygons specified on the tops of the poster paper.
Drawings of shapes, colored and cut out, are also fine.
7.5 Spheres, Cylinders, and Rectangular Prisms
Objectives:To guide the identification of spheres, cylinders, and rectangular prisms; and to facilitate the investigation of their characteristics.
Math Journal 2, pages 145
Math Masters pages 210, 212
Math Master, Home Link 7.5, Page 211
My Reference Book, pages 128 and 129
base-10 blocks (longs and cubes)slateball, can, and box3" x 5" index cardsitems for the Shapes Museum3-D shapesrectangular prism, cylinderpapertool-kit coins2 dice per partnership
Write the number. Circle the number in the ten's place.
Write the number. Circle the number in the ten's place.
Write the number. Circle the number in the one's place.
Mental Math and Reflexes, TG 645
Write the value of each set on yourslate.
Lesson 7.5Math Message
Which of these objects can roll?
Home Link 7.4 Follow-Up What is necessary for a shape to be a polygon?
Describe the characteristics of spheres, cylinders, and rectangular prisms.
sphere
cylinder
rectangular prism
corner flat face
curved face
Starting a Shapes Museum with a Display of 3-Dimensional Objects
Let's sort our 3-D shapes into our Shapes Museum.
Playing Coin ExchangeMy Reference Book, pages 128 and 129
Materials:
20 pennies10 nickels10 dimes2 quarters2 six-sided dice1 sheet of paper labeled
Bank
2 players
My Reference Book
Writing and Reasoning
What is a polygon?
Math Journal 2, page 145
Math Masters, page 211 Home Link 7.5
Math Masters, page 212Sorting Shapes by Their Faces
Describing 3-Dimensional Shapes
Activity
Look at items in the Shapes Museum and describe some of the shapes. Try to use these words:
side corner circleflat
face triangle square
sphere cylinderrectangular prism
7.6 Pyramids, Cones, and CubesObjectives:To guide the identification of pyramids, cones, and cubes; and to facilitate the investigation of their characteristics.
Math Journal 2, pages 146, 147, and 148
Math Masters pages 210, 305, 214
Math Master, Home Link 7.6, Page 213
Cubes, Cones, Cylinders, & Spheres by Tana Hoban
slate
3-D models of a pyramid, a cone, and a cubes
3" X 5" index cards
items for Shapes Museum
Minute Math page 59
attribute blocks
several paper bags each filled with a different 3-dimensional shape, per small group
Lesson 7.6
Math MessageName an object that s shaped like a cone.
Home Link 7.5 Follow-Up Which facts have you just learned? Do you know your +1, +0, and doubles facts?
Describe the characteristics of pyramids, cones, and cubes.
pyramid
cubescones
vertex flat face
curved face
Math Journal 2, page 146Words to know and use: base, face, edge
Starting a Shapes Museum with a Display of 3-Dimensional Objects
Identify the shapes of the objects shown on journal page 147. Record their names.
Math Journal 2, page 148
Writing and Reasoning
What patterns do you see on the number grid?
Minute Math, page 59Practice identifying plane shapes and solid figures.
Identifying shapes using touch.Each group has one bag. Without looking in the bag, each student reaches in and feels the object. When everyone has had a turn, take the object out and compare it to shapes pictured on journal page 146.
Comparing Prisms and Pyramids
Venn Diagram, next slide
Comparing Prisms and PyramidsMath Masters, page 214Venn Diagram
Reading about geometry . .
Cubes, Cones, Cylinders, & Spheres
by Tana Hoan
Exit slip:
Draw something shaped like a cube that is in the classroom.
Math Masters, page 212Sorting Shapes by Their Faces
Math Masters, page 213 Home Link 7.6
Describing 3-Dimensional Shapes
Activity
Look at items in the Shapes Museum and describe some of the shapes. Try to use these words:
side corner circleflat
face triangle square
sphere cylinderrectangular prism
Art Link
Work in small groups to construct creatures out of boxes and paper-towel tubes.
7.7 SymmetryObjective:To facilitate the exploration of symmetrical shapes.
Math Journal 2, pages 149
Teaching Math Masters pages 215
Math Master, Home Link 7.7, Page 216
My Reference Book, pages 122 and 123
slate
number grid
4" X 6" index cards (or 6" X 8")
Minute Math page 14, 21, and 37
number cards 0-9 (four of each)half-sheets of paperglue or tape; scissorsmagazines to cut upsmall mirrorspattern blocks folder
Lesson 7.7
Math MessageTake a sheet of paper with a picture of a heart.Carefully but out the paper heart.
Home Link 7.6 Follow-UpWhat shapes did you find?Where did you find them?
A fabulous online, free math videoabout symmetry. It is short. Each segment of the video pauses for visual practice problems for the class to solve.
symmetrical not symmetrical
What is the difference between the two groups of shapes?
Addition Top-It: Who won?
Addition Top-It: Who won?
Addition Top-It: Who won?
Math Journal 2, page 149
Math Masters, Home Link, 7.7Finding Symmetry in Nature
How would you divide this shape in half?
1. Look over the symmetry cards made by the teacher.
2.Try to complete the picture of what is on the card by placing it on paper. Draw and color.
3. Create your own symmetry cards. Use mirrors to see the line of symmetry.
Drawing time! Materials:
1. A piece of paper and your Pattern-Block Template
2. Divide the paper in half.
3. Draw two sets of shapes:each set of shapes should go together insome way
4. Show your drawings to a classmate, and have the classmate guess how each set of shapes is different.
Minute Math+
Pages 14, 21, and 37
More practice with place value and measurements.